An Early Start to Foreign Language Literacy in English Primary School Classrooms

Autor/in	Porter, Alison
Titel	An Early Start to Foreign Language Literacy in English Primary School Classrooms
Quelle	In: Language Learning Journal, 48 (2020) 5, S.656-671 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Porter, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1632918
Schlagwörter	Second Language Learning; Second Language Instruction; Instructional Effectiveness; French; Elementary School Students; Grade 4; Grade 5; Children; Receptive Language; Vocabulary Development; Imitation; Reading Comprehension; Language Proficiency; Oral Reading; Program Length; Literacy; Student Attitudes; Self Efficacy; Foreign Countries; United Kingdom (England); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Französisch; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Child; Kind; Kinder; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Leseverstehen; Language skill; Language skills; Sprachkompetenz; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Alphabetisierung; Schreib- und Lesefähigkeit; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Ausland
Abstract	This study investigated the systematic and principled teaching of foreign language (FL) literacy in two young learner classrooms in England. Over the course of 23 weeks, two classes of 9-11 year olds (N = 45) learned spoken and written language through an integrated pedagogy. The underpinning rationale was to explore principled ways of teaching FL literacy to young beginner learners. The study also set out to document the nature of linguistic progression and potential attrition in primary school foreign language classrooms through measuring a range of FL outcomes: receptive vocabulary and elicited imitation (general proficiency); reading aloud and reading comprehension (literacy). It was found that 45 the participants made slow but statistically significant and long-term progress, the latter evidenced by limited attrition, across both FL general proficiency and FL literacy constructs. Qualitative data showed that children enjoyed aspects of literacy instruction and opportunities to experiment with FL use. Findings have the potential to inform young FL learning empirical and pedagogic evidence, particularly relating to the teaching and learning of FL literacy in primary school settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01